TY - GEN
T1 - Collaborative Learning and Emergency Remote Teaching in Interpreter Training
T2 - 17th Latin American Conference on Learning Technologies, LACLO 2022
AU - Castillo-Chumpitaz, Karolayn Angelica
AU - Gutierrez-Gargurevich, Sandra
AU - De La Torre Castro, Jose Agustin Haya
N1 - Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - Mandatory social distancing due to COVID-19 presented the challenge of shifting on-site education to virtual learning environments in order to resume lessons in universities around the world. In this context, Universidad Peruana de Ciencias Aplicadas (UPC) had to shift its Educational Model to Emergency Remote Teaching (ERT). This study aims to analyze Collaborative Learning in the process of adapting the virtual learning environment (VLE) used in the four Interpreter Training courses belonging to UPC's undergraduate program in Professional Translation and Interpretation (TIP) during the two academic terms of ERT in 2020. Six interpreter trainers were interviewed to explore their perspectives on adapting the VLE to allow and promote Collaborative Learning in their classes during ERT, while eleven interpreting students shared their perceptions on this VLE's effectiveness in a focus group. Results show how Collaborative Learning was developed through bonds of Positive Interdependence and Promotive Interaction between members of the learning community, both teachers and students.
AB - Mandatory social distancing due to COVID-19 presented the challenge of shifting on-site education to virtual learning environments in order to resume lessons in universities around the world. In this context, Universidad Peruana de Ciencias Aplicadas (UPC) had to shift its Educational Model to Emergency Remote Teaching (ERT). This study aims to analyze Collaborative Learning in the process of adapting the virtual learning environment (VLE) used in the four Interpreter Training courses belonging to UPC's undergraduate program in Professional Translation and Interpretation (TIP) during the two academic terms of ERT in 2020. Six interpreter trainers were interviewed to explore their perspectives on adapting the VLE to allow and promote Collaborative Learning in their classes during ERT, while eleven interpreting students shared their perceptions on this VLE's effectiveness in a focus group. Results show how Collaborative Learning was developed through bonds of Positive Interdependence and Promotive Interaction between members of the learning community, both teachers and students.
KW - COVID-19
KW - VLE
KW - collaborative learning
KW - emergency remote teaching
KW - interpreter training
UR - https://www.scopus.com/pages/publications/85147728878
U2 - 10.1109/LACLO56648.2022.10013419
DO - 10.1109/LACLO56648.2022.10013419
M3 - Contribución a la conferencia
AN - SCOPUS:85147728878
T3 - 2022 17th Latin American Conference on Learning Technologies, LACLO 2022
BT - 2022 17th Latin American Conference on Learning Technologies, LACLO 2022
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 17 October 2022 through 21 October 2022
ER -